First of all, the questions raised

Home cooperation means that both kindergartens and families (including communities) regard themselves as the main body to promote children's development. The two sides actively understand each other, cooperate with each other and support each other, and promote the physical and mental development of children through the two-way interaction between kindergarten and family.

The new Kindergarten Guiding Outline (Trial) points out that the family is an important partner of the kindergarten. Preschool teachers should strive for parents' understanding, support and active participation in line with the principles of respect, equality and cooperation, and actively support and help parents improve their educational ability. At the same time, for parents and teachers themselves, it is also a process of being educated together. We are required to change the focus of kindergarten parents' work from educating parents in the past to equal cooperation in parents' homes. In order to achieve equal cooperation between families, parents must be recognized as an important resource of kindergarten education, and this resource should be used well to let parents participate in kindergarten education activities effectively. Now analyze it from the following points.

Second, the research content

For the sake of children's promotion, parents' resources should be fully tapped, and families and kindergartens should interact to achieve the goal of educating children together. So why do parents and kindergartens interact? We consider it from three aspects.

First, parents are the closest people to their children. Their words and deeds always affect their children, and their hobbies are their role models. If parents like it, then children will like it. If the interests of children conflict with those of parents, it is particularly important for parents to judge whether to let children make decisions. Therefore, this is the most important starting point. It will affect

Are kindergarten activities recognized by parents?

Second, parents' participation can effectively improve children's game level. Every parent faces his children, one to one. In terms of time, we can give children sufficient manpower and material resources to master the game skills more directly, while parents will guide their children wholeheartedly, fully understand their situation, help and guide them in various ways, and let them concentrate on learning and playing in a short time, so as to improve their own game level. This shows an important role in improving children's performance.

Thirdly, parents, children and kindergartens have established good and harmonious communication and mutual understanding. Any activity is of interest to parents, who care about all the life of their children in kindergarten, bit by bit, but due to the limited conditions, they can't deeply understand the dual tasks of kindergarten. Because they don't understand and can't understand some contents of kindergarten work, some parents are dissatisfied with kindergarten and form an attitude of opposition, disapproval and indifference to all activities of kindergarten. One of the ways to reverse this situation is to let parents go into kindergarten activities, participate in kindergarten activities, and promote their ideological transformation, gradually from never supporting to supporting, from ignoring to actively demanding, from ignoring to actively participating. This will not only help children's growth, but also help the kindergarten's own credibility, so that the whole community can achieve positive aspects. This is the key point of any activity.

Having made the above three points clear, we feel the importance of home cooperation and laid a clear ideological foundation for better parent work.

Three. measure

(1) Interactive home visits before entering the park

1

Freshman registration: At this time, every parent and child are full of yearning for kindergarten. At this time, the teacher gives some encouragement and wishes to the children and parents, so that parents can feel at ease psychologically.

2. Establish a parent school: let parents feel their contribution to their children's growth and education, and then stimulate and maintain their enthusiasm for participating in education.

3. Lively parent-child garden activities: create conditions for children and parents. Parents are welcome to visit kindergartens and participate in children's activities at any time, and parents are also welcome to talk with kindergarten teachers at any time.

4. Flexible and diverse home visit activities: draw up a home visit plan, a home visit record form and a questionnaire on children's basic situation. Listen to parents telling their children's growth stories and understand their personality characteristics.

(2) Interactive home visits after entering the park.

1. Follow-up observation: Parents are welcome to observe the teacher's activities, understand the content and basic ideas of Children's Day activities, and let parents have a further understanding of kindergarten teaching. So as to eliminate the misunderstanding of the existing kindergarten planning.

2. Parent-child entertainment: carry out weekly parent-child activities, play games with parents and children, enhance friendship and affection, and accelerate the positive relationship between them.

3. Parents drive for half a day: Here, parents have the final say.

Corner, telling stories to children, singing and playing games with children, let children and parents enjoy a happy childhood, and achieve the purpose of learning from each other's strengths, complementing each other's strengths and enhancing the cohesion of family education.

4. Popular Baby Club: Parents can exchange their educational experiences and puzzles with other parents and teachers here.

Fourth, the effect

First of all, the degree of parents' participation in education is deepening step by step, for example, from parents' preparation for children's admission under the leadership of kindergarten teachers, to parents' psychological preparation for children's admission, to joining hands with kindergarten teachers to help children spend the first few days of admission, and now to participate in a series of theme activities, festivals and outings to cultivate children's self-care ability. In this way, parents unconsciously stepped into education, from surface participation to deep participation. In some classes, parents volunteer, parents tell stories on stage, parents enter children's play areas, and parents and teachers plan outing activities together.

Secondly, the enthusiasm of parents to participate has been greatly improved. Take the number of parents attending festival celebrations as an example, from more than 40 at the first time to more than 70 later.

Third, the scope of parents' participation has been greatly expanded, and it is everywhere, both at home and outside the park. From the feedback of parents, we can see that parents integrate their words and deeds into their children's education anytime and anywhere.

Fourth, the knowledge and methods of parents' scientific conservation education are constantly enriched and improved. Parents know what to do and overcome those difficulties every time they participate. For example, before entering the park, parents know that in order to germinate their children's feelings of looking forward to going to kindergarten, they should prepare with their children, know that it is forbidden to say "If you don't obey, I will send you to kindergarten", know how to cooperate before entering the park, and know why parents need to leave the kindergarten as soon as possible after sending their children. With the continuous participation of parents in education, the knowledge and methods of scientific parenting have penetrated into parents' hearts like spring rain.

Fifth, parents trust kindergarten teachers more and more. Parents and teachers are not worried or vigilant. They help each other and understand each other, forming an educational partnership that no one can live without.

Verb (abbreviation of verb) conclusion

(1) Jia

The cooperation between kindergarten and school is a two-way interactive activity, and it is the mutual cooperation between family education and kindergarten education. On the one hand, kindergartens regard parents as active partners in promoting children's learning process, ensure that parents know all aspects of their children's life in kindergartens, seriously consider their opinions and suggestions, invite parents to participate in kindergarten education activities, mobilize parents to provide educational resources for kindergarten education, and guide parents' parenting methods and cooperation with kindergartens; On the other hand, parents should put forward their own views on educating their children to kindergartens and respond to everything kindergartens provide for their children.

(2) Home cooperation should consider the needs of both kindergartens and families, but the core of home cooperation is children, who are the same object of family service in kindergartens. Promoting the all-round development of children is the ultimate goal of home cooperation.

(3) Home cooperation requires both sides to have a positive attitude, which includes parents' love and responsibility for their children, trust and support for kindergartens and even the whole education, and teachers' enthusiastic acceptance of parents and confidence in their participation.

(4) Home cooperation first requires that both sides of the cooperation, that is, kindergarten teachers and parents, have equal attitudes, and the condescending attitude of either side will make the other side shrink back. This requires teachers not to regard themselves as professional educators, to know more educational knowledge and have stronger educational ability than their parents, but to regard themselves as children like their parents.

The subject of education is partners, and the goal of * * * is to promote children's development. On the other hand, parents should also see that children are not only their own children, but also the future of the country, and have the responsibility to cooperate with teachers to cultivate children. Any form of indifference is dereliction of duty. In view of the dominant position of teachers in cooperation, we believe that teachers have the responsibility to arouse parents' sense of ownership and stimulate their positive cooperative attitude.

Psychological principles show that parents' cooperative attitude depends on whether cooperation meets their needs of educating their children. When kindergartens meet the reasonable needs of parents, parents

The desire and enthusiasm for cooperation will be higher and the attitude will be positive; On the contrary, when parents have some reasonable requirements, but kindergartens don't pay attention to them, or even parents are troubled by their own problems (such as marriage crisis, unemployment, economic difficulties, etc.). ), then parents will not be enthusiastic about the cooperation at home. In many unsuccessful cases, the determination of goals and the implementation of home cooperation activities are centered on kindergartens, and only the unilateral needs of kindergartens are considered, regardless of the needs and conditions of parents. Parents' will, time and ability are not paid attention to by kindergartens, so they can only participate passively. Naturally, such an approach cannot stimulate parents' interest in family cooperation. Therefore, kindergartens should strengthen emotional communication and information exchange with parents, understand parents' needs for children's education, meet parents' needs as much as possible, and stimulate parents' interest and enthusiasm in eye education.

In short, whether it is kindergarten-centered home cooperation activities or parents-centered home cooperation activities, in the final analysis, it must be implemented in the development of children.

Six, the existing problems:

At present, there are still misunderstandings on the issue of home cooperation. First, parents and teachers should "do their respective duties". Parents are responsible for children at home and teachers are responsible for kindergartens. Parents lack the consciousness of participating in early childhood education and are not aware of their responsibilities and obligations, so they are unwilling to participate in kindergarten activities, thinking that asking parents to participate is the kindergarten's shirking responsibility; Kindergartens think that parents' participation in kindergarten education is adding chaos. Second, the traditional thought of teachers' dignity is deeply rooted. Teachers are professional educators, while parents are low-level, ignorant of education and unable to participate in kindergarten education. Third, parents think that they are busy with work and have no time to participate in kindergarten education. These misunderstandings must be clarified.

Our children can't do without the guidance of teachers and the cooperation of families, but this cooperation is not.

Teachers ask questions for parents to answer, let alone give orders. On the basis of mutual understanding between families and kindergartens, teachers should indirectly influence parents' behavior and guide children, so that educational intentions can be gradually and naturally transformed into parents' wishes and motives, and children can develop in active activities.